Why science education and for whom? The contributions of science capital and Bildung
Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
Standard
Why science education and for whom? The contributions of science capital and Bildung. / Nicolaisen, Line Bruun; Ulriksen, Lars; Holmegaard, Henriette T.
I: International Journal of Science Education, Part B: Communication and Public Engagement, Bind 13, Nr. 3, 2023, s. 216-229 .Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
Harvard
APA
Vancouver
Author
Bibtex
}
RIS
TY - JOUR
T1 - Why science education and for whom? The contributions of science capital and Bildung
AU - Nicolaisen, Line Bruun
AU - Ulriksen, Lars
AU - Holmegaard, Henriette T.
PY - 2023
Y1 - 2023
N2 - Science capital has proved a valuable concept for understanding a person's science-related resources and the inequities linked to participation in science education. The concept was developed in the UK and has since been applied worldwide. In this paper, we investigate the potential of the concept in Denmark. Here science capital meets a concept that is pivotal to the educational tradition: Bildung. We explore these two concepts, illuminate their blind spots, and point to potentials of how they may improve on each other. Our key argument is, that while science capital reveals inequities within participation in science education, the argument for why participation is important is often linked to aspirations, or ‘to become part of science'. Bildung, however enables a focus on the ‘why’ of science participation by adding how engagement with science affects the understanding of who we are and of our relationship with the world. Bildung further helps us reflect on how we may address key problems facing our societies. Based on the concept of science capital we critically reflect on issues of inequities in Bildung, and of who has access to Bildung. In conclusion, we argue for a convergence of these two concepts when understanding science participation.
AB - Science capital has proved a valuable concept for understanding a person's science-related resources and the inequities linked to participation in science education. The concept was developed in the UK and has since been applied worldwide. In this paper, we investigate the potential of the concept in Denmark. Here science capital meets a concept that is pivotal to the educational tradition: Bildung. We explore these two concepts, illuminate their blind spots, and point to potentials of how they may improve on each other. Our key argument is, that while science capital reveals inequities within participation in science education, the argument for why participation is important is often linked to aspirations, or ‘to become part of science'. Bildung, however enables a focus on the ‘why’ of science participation by adding how engagement with science affects the understanding of who we are and of our relationship with the world. Bildung further helps us reflect on how we may address key problems facing our societies. Based on the concept of science capital we critically reflect on issues of inequities in Bildung, and of who has access to Bildung. In conclusion, we argue for a convergence of these two concepts when understanding science participation.
U2 - 10.1080/21548455.2022.2155493
DO - 10.1080/21548455.2022.2155493
M3 - Journal article
VL - 13
SP - 216
EP - 229
JO - European Journal of Science Education
JF - European Journal of Science Education
SN - 2154-8455
IS - 3
ER -
ID: 335431164